Robert m gagne (1965438+August 2, 20061Sunday-April 28, 2002) is a famous contemporary American educational psychologist, who has made outstanding contributions to the combination of scientific psychology and education, and is recognized as a master in many research fields such as psychology, teaching theory and educational technology.

I. Background

19 16 was born in Massachusetts. 1933, majoring in psychology at Yale university, received strict training in new behaviorism. 1937 got a bachelor's degree, 1940 got a doctor's degree in psychology.

After graduation, Brown University studied experimental psychology, and obtained the Master of Science degree and Doctor of Philosophy degree in 1939 and 1940 respectively. He immediately taught at Connecticut College.

During World War II, he was enlisted as an aviation psychologist, engaged in the research of measuring, selecting and training pilots. After the war, he taught at Penn State University and Connecticut College for a short time, and then engaged in experimental technology research in the US Air Force.

1958 After he was discharged from the army, 1959 served as a professor of psychology at Princeton University.

1962- 1965 was appointed as the research director of the American Association for Scientific Research.

1966 teaches at the University of California, Berkeley.

Started teaching at Florida State University from 1969. Gagne received strict training from behavioral psychology and was deeply influenced by information processing psychology, and established a new learning theory system, which can explain most classroom learning.

Gagne died on April 28th, 2002 at the age of 85.

Second, teachers and teammates.

Information processing psychology (modern cognitive psychology), cognitive school, behaviorism

Third, representative works

Gagne's research on learning classification and promoting learning and teaching has attracted the attention of psychologists and educators. 1982 was awarded "Outstanding Science Award of Applied Psychology" by American Psychological Association. The main papers are:

Knowledge acquisition (1962), contribution of learning to individual development (1968), learning level (1968), memory structure and learning result (1978), learning result and its function (6544) are the main works. Principles of Instructional Design (co-authored with L.J. Briggs, 1974, 65433) are representative works of Learning Conditions (1965, 1970, 1977, 1985).

Fourth, the core point of view

(A) the classification of learning

1. In terms of learning level, Gagne proposed eight learning types.

(1) signal learning: learning to respond to a certain signal. Classical conditioning is a kind of signal learning. This is the simplest learning, and its prerequisite mainly depends on the innate nerve tissue of the organism.

(2) Stimulus-response learning: mainly refers to operational conditioning or instrumental conditioning. Reinforcement plays a key role in this kind of learning.

(3) Chain learning: it is a combination of a series of stimuli and reactions. Individuals should first acquire each stimulus-response connection and practice it repeatedly in a specific order, and at the same time, they should also accept the necessary timely reinforcement.

(4) Speech association learning: Its essence is chain learning, but it is the connection of language units, such as combining words into sentences that conform to grammatical rules.

(5) Discriminatory learning: it can identify the similarities and differences of various stimulus characteristics and make corresponding different responses. It includes not only some simple discriminations, such as making different responses to objects of different shapes and colors, but also complex multiple discriminations, such as making correct responses to similar confusing words.

(6) Concept learning: classify stimuli and respond to similar stimuli in the same way. This reaction is based on some characteristics of things, such as the concept of circle and the concept of quality.

(7) Rule learning: also known as principle learning, refers to understanding the relationship between concepts and learning the combination of concepts. The study of laws and theorems in natural science is rule learning.

(8) Problem-solving learning: also known as advanced rule learning, refers to the application of rules or combinations of rules to solve problems under various conditions.

2. According to the learning results, psychologist Gagne divides learning into five types:

(1) voice information

The learning of verbal information is to master the content conveyed by verbal information, and the learning results are expressed through verbal information to help students solve the problem of "what".

(2) Wisdom skills

Wisdom skills are divided into discrimination, concepts, rules, advanced rules (problem solving) and so on. Discrimination skills are the most basic wisdom skills. Intellectual skills's study helps students solve the problem of "how to do it" and uses it to deal with external symbols and information.

(3) Cognitive strategies

Cognitive strategy is an internally organized talent for learners to control their attention, learning, memory and thinking, which makes it possible to control the implementation of the learning process.

(4) Attitude

Attitude is an internal state obtained through learning, which affects the actions taken by individuals towards certain things, people and events. Attitude includes understanding of family and social relations; Emotions generated by activities; About personal morality, such as loving the motherland and caring about social needs and social goals.

(5) motor skills

Motor skills, also known as motor skills, such as gymnastics and writing skills, are also part of ability.

(2) Learn the theory of information processing one by one.

1. information processing learning mode

1974, Gagne put forward the basic model of the learning process according to the modern information processing theory (as shown in the figure), showing the information flow in the learning process.

In this information processing process, a group of very important structures are "execution control" and "expectation" on the diagram. "Executive control" refers to the influence of existing experience on the current learning process, and "expectation" refers to the influence of motivation system on the learning process. The whole learning process is carried out under the action of these two structures.

2. Eight stages of the learning process

(1) Motivation stage

Link learners' expectations with actual learning activities to stimulate students' interest in learning.

(2) Understanding stage

At this stage, learners' psychological activities are mainly attention and selective perception. In the process of perception, learners will choose information according to their own motives and expectations, and pay attention to those stimuli related to learning goals.

(3) Acquisition stage

The acquisition stage means that what you have learned has entered short-term memory, that is, the information has been encoded and stored. Teachers should help learners adopt better coding strategies to promote information acquisition.

(4) Holding stage

After the acquisition phase, the encoded information will enter long-term memory storage, which may be permanent.

(5) Memory stage

That is, the information retrieval stage, at this time, what you have learned can be expressed as an activity. At this stage, clues are very important, and providing clues for memories will help people recall information that is difficult to recall. Therefore, teachers should provide some elements conducive to memory and recall, and teach students the methods and strategies of information retrieval and recall.

(6) Summary stage

If learners want to transfer their acquired knowledge to new situations, they must first rely on the generalization of knowledge, and then rely on the clues of knowledge extraction.

(7) Operation stage

That is, the reaction stage, that is, the reaction generator organizes the learner's reaction proposition and makes it appear in the operation activities. Therefore, the quality of homework is a reflection of learning effect. Teachers should provide various forms of homework at this stage, so that learners have the opportunity to show their operational activities.

(8) feedback stage

Through operating activities, learners realize whether their learning has reached the predetermined goal.

In addition, Gagne also put forward and classified the levels and results of learning, and advocated that learning should be carried out in strict order from low to high. Before learning anything, we should first learn the premise content as its basis. Examination is a common means at this stage.

3. The ninth five-year matrix teaching method

From the information processing mode of learning, we can see that learning is the result of the interaction between students and the environment. The learning process consists of a series of events. Humidification divides the teaching process into nine teaching events:

① Attract attention, ② tell learners the goal, ③ stimulate the memory of previous learning, ④ present stimulating materials, ⑤ provide learning guidance, ⑤ induce learning performance (behavior), ⑦ provide feedback, ⑧ evaluate performance, and ⑨ promote memory and transfer.

He believes that the internal learning process of students is one after another, forming a chain; The corresponding learning stages link these internal processes with the external events that constitute teaching.

Enlightenment to teaching:

1. attract students' attention

2. Let students study with questions.

3. Teachers should highlight the key points of teaching and emphasize them in important places.

4. Teachers should guide students to retell and enhance their memory.